Compare Heights High School with North Forest High School

Heights High School earned a State accountability rating of B (80-89) based on three domains: student achievement, school progress and closing the gaps. Scores are scaled from 0 to 100 to align with letter grades. The school scored 85 in student achievement, 84 in school progress and 78 in closing performance gaps. It scored 83 overall in post-secondary readiness, a broad term that refers to student preparedness to undertake multiple pathways after graduation, or specifically, their preparedness for college education.

On the other hand, North Forest High School earned a State accountability rating of C. The school posted 66 in student achievement, 75 in school progress, 71 in closing performance gaps and 74 overall in post-secondary readiness.

A distinction designation acknowledges districts and campuses for outstanding achievement based on the outcomes of several performance indicators. Distinction designations are awarded for achievement in several areas and are based on performance relative to a group of campuses of similar type, size, grade span, and student demographics.

Heights High School's three out of seven distinctions are in Science, with 25% student progress and 25% closing performance gaps. North Forest High School did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Heights High School is Hispanics who make up nearly 74.08% of student population, followed by Whites or Caucasians (12.14%), African Americans (10.95%), Two or More Races (1.48%), Asians (1.15%) and Native Americans (0.12%).

At North Forest High School, African Americans are the biggest group, comprising 54.40% of student population, followed by Hispanics (43.60%), Whites or Caucasians (1.10%), Two or More Races (0.50%), Asians (0.30%) and Native Americans (0.10%).

Based on household incomes, the Heights High School’s economically disadvantaged students is significantly lower at 61.20% compared to 97.10% at North Forest High School.

In terms of Limited English Proficiency (LEP), a term used in the United States that refers to a person who is not fluent in the English Language, mainly because it is not their native language, Heights High School has a significantly higher number of English Language Learners comprising 11.24% of its student population compared to 18.50% at North Forest High School.

Heights High School’s bilingual students comprise 10.50%, gifted and talented students, 36.14%, while 7.34% are in the special education program. North Forest High School bilingual students comprise 16.20%, gifted and talented students, 2.70%, and 13.90% are in the special education program.

Heights High School's 127 teachers have been working at the campus for an average of 9.8 years with individual teaching experience averaging nearly 13.4 years. North Forest High School's 59 teachers have been working at the campus for an average of 6.1 years with individual teaching experience averaging close to 11.4 years.

Of its teaching staff, Heights High School has 13 teachers serving the school for over 30 years, has 20 teachers serving the school for 20-30 years, 31 teachers have worked for 11-20 years, 26 teachers have worked for 6-10 years, while 31 teachers have been serving the school for over 1-5 years, including seven beginning teachers. North Forest High School has three teachers serving the school for over 30 years, has five teachers serving the school for 20-30 years, 15 teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while 21 teachers have been serving the school for over 1-5 years, including ten beginning teachers.

In both schools, male teachers outnumber the female teachers. Heights High School employs 59 male teachers and 67 female teachers. Of its teaching staff, two special education teachers are being assisted by six teachers aides or paraprofessionals. The school also employs seven staff members in the school administration department and 11 more working as school support staff.

On the other hand, North Forest High School employs 29 male teachers and 30 female teachers. Of its teaching staff, three special education teachers are being assisted by six teachers aides or paraprofessionals. The school also employs four staff members in the school administration department and nine more working as school support staff.